Re: Web Technology Book By Puntambekar
Tabatha Pasqua
Goldstein, J., & Puntambekar, S. (2005). The brink of change: Gender in technology-rich collaborative learning environments. Journal of Science Education and Technology, 13 (4), 505-522.
Puntambekar, S. (1999). An integrated approach to individual and collaborative learning in a web-based learning environment. In C. Hoadley (Ed.). Designing new media or a new millennium: Collaborative technology for learning, education and training, proceedings of the CSCL (Computer Supported Collaborative Learning) conference, pp. 458-467.
King, F., B. & Puntambekar, S. (2000). Project-based technology. Partners with technology. Presented in the symposium, the merits of multiple theories of learning in the study of technology use in classroom settings. Presented at the Annual Meeting of the American Educational Research Association, New Orleans.
In this work, we present a novel fixed-volume metering microdispenser module using sPROMs (structurally programmable microfluidic system) technology. Several different passive microvalves have been designed and simulated as a key fluidic component for microdispenser modules. With the passive microvalves, new dispenser modules with fixed volume of 50, 100 and 150 nL have been designed, fabricated and then successfully characterized with a precision of less than 0.25 %. We have successfully realized a novel fixed-volume microdispenser in this work.
Other tutoring companies are offering LLMs as assistants for students or are experimenting with them. The education technology firm Chegg in Santa Clara, California, launched an assistant based on GPT-4 in April. And TAL Education Group, a Chinese tutoring company based in Beijing, has created an LLM called MathGPT that it claims is more accurate than GPT-4 at answering maths-specific questions. MathGPT also aims to help students by explaining how to solve problems.
The progress of the Internet in recent years has led to the emergence of so-called social software. This technology concedes users a more active role in creating Web content. This has important effects both on individual learning and collaborative knowledge building. In this paper we will present an integrative framework model to describe and explain learning and knowledge building with social software on the basis of systems theoretical and equilibration theoretical considerations. This model assumes that knowledge progress emerges from cognitive conflicts that result from incongruities between an individual's prior knowledge and the information which is contained in a shared digital artifact. This paper will provide empirical support for the model by applying it to Wikipedia articles and by examining knowledge-building processes using network analyses. Finally, this paper will present a review of a series of experimental studies.
For these applications, and others where the sample is dilute or at a very low concentration, the Optimiser technology and flow-through principle allow multiple repeat samples to be added per well to increase detection sensitivity.
Junhai Kai is director R&D, Aniruddha Puntambekar is vp, strategic planning and operations, and David Sehy is director, technology and business development (Western USA) at Siloam Biosciences. Peter Brescia ([email protected]) is applications scientist and Peter Banks is scientific director with BioTek Instruments.
Artificial intelligence (AI) is a technology to make machines intelligent. AI is about creating systems that perceive their surroundings, learn from them, and showcase decision-making and problem-solving skills to accomplish tasks. Just as humans do, AI-based applications sense, reason, act, learn, and adapt.
The aim of the PHoTOnICs project is two-fold: 1) to design technology-based learning activities that seize on emerging digital devices, particularly tablet and mobile PCs of the kind that are quickly becoming widespread on college campuses and in many k-12 school settings, as resources for extending best practices in physics instruction emerging from research-based course reform efforts, and 2) to conduct research into the nature of student learning and collaborative interaction supported by those designs. The project builds on close partnerships with two innovative instructional sites: an introductory series of physics courses at UC Davis, and a diverse, urban middle/high school that has a focus on bridging formal and informal learning experiences through student-driven inquiry. Our project will work synergistically with both sites by equipping students with tablet-based tools and learning activity designs intended to support their collaborative inquiry practice and their understanding of physics concepts.
In this exploratory project we are investigating how modular robotics technology and handheld computers can be used to engage students in collaborative learning mathematics concepts. In partnership with the UC Davis C-STEM center, we are working to develop technology and design principles for infusing middle school computing and mathematics courses with hands-on collaborative robotics tools and activities. We aim to use these novel designs to investigate aspects of collaborative learning processes that may be uniquely afforded by robotics materials and problem-solving challenges. The project also studies how to effectively integrate modular robots programs into the teaching and learning of introductory Algebra.
In order to maintain a dual focus on novel forms of learning and teaching in the context of collaborative designs for networked classroom devices, this research blends two approaches. The first involves a series of design experiments in which new technology designs provide a context for exploring student learning through collaborative problem-solving activities and investigations. The second involves alternating between two different settings for conducting four successive year-long cycles of those design experiments: a set of high school Algebra classrooms taught by teachers who serve as collaborative partners in the design and implementation of new activity designs, and another high school Algebra classroom in which the principal investigator spends portions of two different school years as a researcher-teacher.
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